Towards a theory of dialogic play for learning

Matthew Gaydos*, Aline Nardo

*Corresponding author for this work

Research output: Chapter in Book/Report/Conference proceedingConference contribution

Abstract / Description of output

In this paper, we argue that differentiating dialectic from dialogic play can illuminate important differences between current approaches to game-based learning and can suggest new directions for the field of game-based learning. Expanding on Vygotsky’s work on imaginary play, we work towards a theory of dialogic play with particular focus on the role of vulnerability in learning, and propose it as an alternative to prior approaches that emphasize content learning or tool-mastery. Because it encourages curriculum that supports new ways of relating to difference and otherness, we believe that dialogic play is important to consider in play-based learning, as it more closely aligns with sociocultural approaches that address issues of power, and may be useful in the design of related curriculum.
Original languageEnglish
Title of host publication16th International Conferenceof theLearning Sciences(ICLS) 2022
EditorsClark Chinn, Edna Tan, Carol Chan, Yael Kali
Pages1908-1909
Number of pages2
ISBN (Electronic)9781737330653
Publication statusPublished - 10 Jun 2022
Event16th International Conference of the Learning Sciences (ICLS) 2022: 2nd Annual Meeting of the International Society of the Learning Sciences - Hiroshima, Japan, Hiroshima, Japan
Duration: 6 Jun 202210 Jun 2022
https://2022.isls.org/

Publication series

Name
ISSN (Electronic)1573-4552

Conference

Conference16th International Conference of the Learning Sciences (ICLS) 2022
Country/TerritoryJapan
CityHiroshima
Period6/06/2210/06/22
Internet address

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